This thesis is about teacher education reform. It is a narrative of attempted change in the area of teacher education in post-apartheid Namibia.

An analysis of teacher education reforms in Namibia in the post-independence era, from the perspective of government personnel, teacher educators, and teachers themselves. This book examines post-independence teacher education reforms in the southern African country of Namibia from the perspective of various actors in the reform process: Ministry

"Elusive Equity" chronicles South Africas efforts to fashion a racially equitable state education system from the ashes of apartheid. Edward Fiske and Helen Ladd draw on previously unpublished data, interviews with key officials, and visits to dozens of schools to describe the changes made in school finance, teacher assignment policies, governance, curriculum, higher education, and other areas.

Continuing Professional Teacher Development in Sub-Saharan Africa explores the prospects that the on-going continuous professional development (CPD) of teachers working in schools offers for meaningful change, particularly towards improving the quality of educational provision for the majority of the continent's children. By reflecting on teacher professional development efforts and their place in broader education reforms, the book highlights the challenges of teacher CPD in these education contexts - contexts strongly shaped by endemic poverty, under-development and social upheaval. The collection draws together examples of innovation and resilience, and the valuing of teachers as critical role players, enabled and empowered through their on-going development as education professionals. Drawing together a wealth of experience, the volume identifies the policy and research implications for the future of CPD across the continent, providing important lessons that can be integrated into a post-2015 development agenda for Africa.

On March 21, 1990, Sam Nujoma was sworn in as the first president of independent Namibia. This ceremony marked the end of a struggle that lasted more than two decades and a period of colonialism that lasted more than a century. Finally, after decades long wars over grazing in the 19th century, genocidal colonial suppression by Germany at the beginning of the 20th century, repressive apartheid racialism throughout the 20th century, and a prolonged armed liberation struggle, Namibians had the chance to choose their own leaders, develop a democratic political process in a free society, and to bring economic development and greater equity to their country. The Historical Dictionary of Namibia covers the history of Namibia through a chronology, an introductory essay, appendixes, and an extensive bibliography. The dictionary section has several hundred cross-referenced entries on important personalities, politics, economy, foreign relations, religion, and culture. This book is an excellent access point for students, researchers, and anyone wanting to know more about Namibia.

During the last 20 years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This is because teachers are now seen by many governments as the ‘lynch-pin’ of educational, economic and social reform. This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations. This book was based on the special issue of Teachers and Teaching.